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PubMed1968

A twin study.

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Adolescent↗
PubMed1985

Training prosocial behaviors to young children: an analysis of reciprocity with untrained peers.

We examined the effects of a social skills training package on the play behaviors of three young girls. Two children were taught to invite their peers to play and to use social amenities during their conversations with other children. A combined reversal and multiple baseline across responses design demonstrated that both children directed more social behaviors to their classroom peers after training and that these two children's play invitations were maintained in the later absence of experimental contingencies. In addition, both target children received a greater number of play invitations from their peers during the free play periods. In contrast, a third child's play invitations were not reciprocated by peers; her invitations subsequently decreased in rate after training was discontinued. An interdependent group contingency produced a reciprocal exchange of invitations between this child and her classroom peers. A reversal design demonstrated partial maintenance of subject-peer exchanges after the group intervention was discontinued. The results obtained with the three target children suggest that peer reciprocity may facilitate the maintenance of children's play invitations over time.

Behavior Therapy↗
PubMed1988

Acquisition and functional analysis of manding with autistic students.

Three autistic students were trained to request a specific object from an adult "supplier" with the sentence, "Give me--" and to deliver that object to another adult, the "director." Subsequently, the degree to which the object offered by the supplier controlled the "Give me--" verbal response was assessed by delivering to the student an object other than the one requested. Despite knowing the names of all objects used in the experiment, students accepted and delivered to the director any object offered by the supplier regardless of its match with the requested object. After training to say "That's not it. Give me--" when nonrequested objects were offered, students responded differentially to requested and nonrequested objects, suggesting control of the "Give me--" response by the requested object, a characteristic of a mand. These results generalized across settings and objects. Results are discussed in terms of the training technique to establish manding and the functional analysis of the resulting verbal behavior.

Autistic Disorder↗
PubMed1990

A functional analysis of another individual's behavior as discriminative stimulus for a monkey.

Key presses of 1 monkey (called the performer) became the basis upon which a 2nd monkey (called the judge) solved conditional-discrimination tasks. First, the performer was trained to press one of two colored choice keys (red or green) depending on the location of a white light in her chamber. The performer's key-pressing behavior was brought under the control of the experimenter by this procedure. Subsequently, the judge was trained to discriminate the performer's key-pressing behavior. In Experiment 1, the judge had to press Key 1 when the performer pressed the red choice key and Key 2 when the performer pressed the green choice key. In Experiment 2, a sample key was introduced. The judge had to press Key 1 when the performer pressed the same colored choice key as the sample; the judge had to press Key 2 when the performer pressed the different colored choice key. In both experiments, the judge was required to attend to the behavior of the performer. It was shown that the performer's behavior served as a discriminative stimulus for the judge's responses in a conditional-discrimination task.

Animals↗
PubMed1988

Pretreatment modeling. A technique for reducing children's fear in the dental operatory.

Research on modeling indicates that this technique offers dentists a means of reducing fear in child patients of all ages. As a preventive measure used with children who have had no prior exposure to dental treatment, it can be particularly efficacious. Based on the assumption that much of adult dental avoidance is based on dental fears acquired in childhood treatment, the reduction of children's dental fear would have a positive effect on the individual's tendency to seek out dental health care throughout his or her lifespan. For the dentist, there are also short- and long-term benefits. Dental management of the child is prerequisite to providing good dental care. Pedodontics as a specialty recognizes behavioral management of the child cannot be separated from the quality of the dentist's work. Fear has been identified as an important factor in disruptive behavior of school age children in the dental office. Practicing dentists consider the fearful, disruptive child to be among the most troublesome of problems in their clinical work. The child must cooperate or at least passively comply with the dentist's procedures in order to have the technical work completed. By reducing disruptive patient behavior (crying, screaming children whose peripheral and gross motor movements often make direct contact with the dentist or his equipment) the most unpalatable aspect of pediatric dentistry is minimized. Further, the actual time for treatment becomes shorter rather than longer. Although modeling is not restricted to videotape media, the emergence of current videotape technology provides the practitioner with the means for incorporating patient viewing of prerecorded modeling tapes as part of the usual waiting period. Such a procedure would mean that in the long run, the dentist will spend more time doing dentistry and less in behavioral management tasks.

Anxiety↗
PubMed1986

Effects of types of institutionalization on responsiveness to social reinforcement, wariness, and outerdirectedness among low-MA residents.

The ways in which institutional factors and psychological characteristics of residents interact to determine the behavioral effects of institutionalization were investigated. Two large and five small institutions were rated on resident management practices, aide attitudes, and demographic variables, such as size and cost per resident. Resident variables included preinstitutional deprivation, CA, MA, IQ, and length of institutionalization. The institution and resident variables were used in an attempt to predict three aspects of behavior: responsiveness to social reinforcement, wariness, and outerdirectedness. Of the predictor variables, only MA was related to all three. As in earlier research, institutional variables were not predictive of the behaviors examined.

Adult↗
PubMed1985

Adolescents' reactions to counseling interviews.

Fifty subjects aged 12 to 16 were interviewed according to one of five counseling techniques: Modeling 1, Modeling 2, reflecting, probing, and a control condition; and were seen either individually or in a group. Interviews were 30 minutes for five sessions during which a theme was discussed. It was questioned whether low-intimate or medium-intimate themes would be more facilitative of self-expression. It was hypothesized and confirmed that subjects are stimulated to disclose though the modeling intervention and group conditions. However, the question was asked as to the adolescents' feelings and opinions during these interviews. At the end of the last session all subjects were given a questionnaire probing their reactions. The individual control subjects indicated a nonsignificant technique effect, and likewise disclosure was not facilitated during the interviews. Sixty-eight percent of the subjects seen individually preferred these conditions whereas 92 percent of the group participants were satisfied. The most interesting topic was of low-intimacy value. Statistical analyses of the subjects' quantity of self-expression by techniques, individual and group conditions, and themes corresponded to their reported reactions to these variables. Results were explained in terms of the importance of the interview conditions in meeting the adolescents' developmental needs.

Adolescent↗